A.
How do you think you will do determining what is
important in curriculum?
I think this might be hard my first year as I
myself will still be learning how to be a good teacher. I think it will be
challenging but through every activity and lesson I do with the students I be
closer to determining what is or isn’t important. I also think seeking the help
of my team will clarify what is important.
What type of an active learner and
decision-maker are you?
I
like learning and discussing in groups. I always gain a lot from others ideas
and inputs. I can make decision easily but I like to hear others opinions.
Respond to the bulleted list (with
explanations, beginning at the bottom of page 58 and ending in the top,
right-hand column of p. 60) of evidence Carol shares to support the fact that
trying to completely cover the core curriculum is not effective. Were you
aware of all of these reasons? Are there any that you disagree with?
I agree with Carol
on the majority of the bulleted list, but always thought we were expected to
teach every part of the curriculum. Reading this made it clear that there is no
way a student can actively learn and retrieve all information that is to be
covered in the curriculum. If you want learning to be meaningful you need pick
what is important in helping the students and what they will be able to connect
with. It is better to teach less so that the students can understand it well
than teach too much and the students start tuning everything out or lose faith
in themselves. Teaching students how to find information for them self is
essential in helping them become successful adults.
B.
Within the description of Mr. Johnson's 5th
grade study of buoyancy (beginning on p. 69 and ending on p. 87), please find
at least 4 specific ideas or descriptions that verify to you that Mr. Johnson
is a "fox-taming teacher." Cite the page on which you find each
idea, and share your personal reflection about each.
1.
“Mr. Johnson specifies in his curriculum plans
exactly what his students must know, understadnd, and be able to do related to
the topic.”(p. 69)
This proves that Mr. Johnson thinks ahead and does a lot of
planning for his lessons. This is essential in being a “fox-taming teacher. You
need to anticipate ahead of time what might happen and have clear expectations
of what the students need to know so you can base your instruction off of it.
2.
“…He has a roadmap for continually assessing
student progress as the unit moves along.” (p. 70)
This indicates that Mr. Johnson is constantly reflecting on
his teaching methods and how they have or haven’t worked for his students so he
can adjust if needed. This can make all the difference. If you aren’t getting
through to a student you need to be able to recognize it and admit that you
might not be teaching it right for them.
3.
“For advanced learners, he will plan appropriate
challenges that extend essential understanding rather than using extraneous
activities to fill time. For students who struggle, he will plan multiple ways
to teach and revisit the essentials.” (p. 71)
Mr. Johnson doesn’t use a one-size fits all method. He
understands that no two students are going to learn exactly the same way so he
needs to do different things. If you do this no student should be left behind,
they will all be successful in your classroom and hopefully in their future
endeavors.
4.
“Mr. Johnson plays the role of consultant for a
company seeking to engage services for boat design and asks a ride range of questions
about his observations. In the end, he guides them to accurate statements about
density, displacement, and buoyancy.”(p.74)
This shows the students that he is invested in them and is
taking the time to help them. This is
essential in making the student feel comfortable in the classroom and in making
them feel valued. This is something that needs to be established quickly to
gain students trust.
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